Exploring Pronunciation Challenges Encountered by First-year non-English Majored Students

Pronunciation is a vital component of English language acquisition, significantly influencing students’ engagement in effective communication during. This study aims to explore the pronunciation challenges encountered by first-year students who are not majoring in English in a university located in Hanoi. It identifies prevalent errors and explores the underlying factors contributing to these difficulties, including limited exposure to English, negative transfer from Vietnamese phonetics, and inadequate instructional methods. Utilizing a quantitative research methodology, the results indicate that students face significant difficulties with consonant pronunciation, word and sentence stress, as well as intonation adjustment. The findings highlight the importance of tailored pronunciation training in the curriculum and advocate for the adoption of effective teaching strategies, including phonetic transcription and minimal pair drills. By addressing these challenges, educators can enhance students’ communicative competence and confidence in English language learning, paving the way for improved English language teaching practices.